tigs review issue 1 2014

ISSUE I, 2014

IB LearningThe provision of inspiring, creative, collaborative and functional environments.

Music, Dance and Drama

Happiness Day

Historia

R E V I E W

An International Baccalaureate World School

The Illawarra Grammar School Term 1 Review 20142|

The School’s commitment to implementing the Middle Years Program (MYP) and the change that this is bringing to teaching and learning is now being felt in the classroom. Using educational jargon, the shift is from content-based learning to concept-based learning. This is best illustrated in a Year 10 assessment task in English set this term. Students completed a task related to ‘creativity and context’.

Under the traditional approach that characterised the learning of most parents (and teachers) the students would have been required to all read the same text, to learn a critique of the text delivered by the teacher and then write an essay on the text in which the student reproduces the notes presented by the teacher. A very teacher-centred approach.

Under the MYP, students were introduced to the topic by first understanding the key concepts. They were guided in choosing their own text that best reflected their interest and understanding of the concepts. They then chose a method of responding to the task questions that best allowed them to demonstrate their learning, together with a written response. The result is the achievement of the same learning outcomes as under the old approach with the students much more engaged in their learning and better able to demonstrate their understanding in a way that suits their learning style.

report from theheadmaster

The Illawarra Grammar School Term 1 Review 2014|3

Students provided the following feedback on their assessment task:

“This term, Year 10 have just completed a creative work in which we were given the opportunity to choose the stylistic medium we wanted. This gave all the students the flexibility to go by our strengths and take risks or be as safe as we wanted. This task enabled me and fellow students to become creative, critical and reflective thinkers. The MYP emphasises this and intellectual challenge, encouraging students to make connections between their studies in traditional subjects and the real world. Overall I really enjoyed this task because it took away a lot of the restrictions and the classroom roof was not the limit. I am enjoying this transition to the MYP because it encourages students to make connections between their studies in traditional subjects and the real world.” - Mikhail

“Experiencing the MYP assessment task for this term has definitely developed my understanding of how meaning, stylistic choices and creativity contribute extensively to our learning process. Going through a process of choosing a text, picking the medium and constantly thinking about how and why I found meaning certainly challenged me. This motivating “pressure” inspired ideas for my composition and prompted me to handle my time more wisely. The work we did in class with our teacher which included class discussion about finding inspiration among other sections of our key concepts was a critical part of my learning. This change in learning style from content based learning to concept based learning gives students an opportunity to explore and discover their own individual ideas and stylistic choices. This engages students more successfully and therefore encourages better quality work. I thoroughly enjoyed the journey of this assessment task and my learning has definitely benefited from it.” - Sophia

“Recently the Year 10 cohort completed a newly designed assessment task for English. This task involved creating an appropriation of a text that inspired us. We had to complete a reflective statement that discussed our stylistic choices including how we created and found meaning through the original text. This assessment was a perfect example of the MYP. It encourages and engages years 7-10 in their studies. This is a shift from teacher based learning to student based learning, although it still holds the same outcomes as the former system - it creates a better response as students are enthusiastic about their learning and aren’t fed the answers. In my opinion I completely agree with how teachers and Mr Kinsella have been portraying the MYP. The new programme really supports the ideas of 21st century learning and this really accommodates with my belief that we need to be educated in ways that will help us after school, such as being advanced in IT, being able to communicate better and have more enthusiasm and be engaged towards learning.” - Ashleigh

“This idea of concepts is a key point in MYP learning and helps my understanding of topics in the artistic subjects such as English, Music and Visual Arts. It gives free reign in the creation of our works, which I find a lot more helpful, compared to the old way of learning. Previously, the teacher would give us something to learn and then we would “spit” that out again in an essay, sometimes without creating our own meaning when we did the work, so that we did not learn as well. I hope that other years will get the opportunity to do this task as it has broadened my horizons as well as the entire year group’s.” - Nicholas

“Effectively this task helped prepare me as a 21st century learner, developing means of communication and helped me to think critically about my learning. This task has enabled me to be more enthusiastic when completing my work and it is a delightful change from the old teacher based learning to the new approach of MYP type learning which has helped me become a better student and a better learner”. - Cameron

The view of the staff is that the overall quality of the written responses was far superior to what would have been received under the old approach. The view of the students is that they enjoyed having some autonomy and choice in their learning. The view of some parents is they do not understand why their teenager is suddenly enthusiastic about doing an English assessment task.

A good outcome for everyone.

Stephen KinsellaHeadmaster


Opening Up Learning Beyond Our Own Community

TIGS is a place of learning for our students, their parents, our own staff and also members of the broader Illawarra community. In Term I we proudly presented Lisa McInnes-Smith to the Illawarra region with three workshops focusing on knowing ourselves, our own strengths and using this knowledge to enhance collaborative relationships with our families and in our work environment.

We were delighted to open the middle management session to business and educational leaders from around the Illawarra and to over 200 community members at the evening parent session.

Lisa’s unique message was very well received.


building our futureChairman’s Message It is with great pleasure that I write to you as the re-elected Chairman of TIGS Foundation 2014. As a former student and current parent I have seen the value that Foundation has added to the fabric of the School community over my proud 30 year association.

I would like to warmly welcome TIGS families and the School community, past and present, to a fresh new year where Foundation will continue to work closely with the Headmaster and School Council to deliver key strategic initiatives through instrumental fundraising.

It is the goal of Foundation this year to reach out to our families and give them the opportunity to partner with us in our imminent and future projects. These projects are planned by the School and will be enabled more quickly through Regular Giving, and include the provision of new Science Laboratories, Hospitality Rooms (including Home Science) and a state-of-the art Indoor Sports Facility. An Annual Appeal Form is enclosed in this Review Magazine or is available on www.tigs.nsw.edu.au

I look forward to your support and I hope, as Chairman of the TIGS Foundation, that we can make you proud of our efforts and what we are all able to achieve for this fine school – both now and into the future.

Mr Craig PedenChairman TIGS Foundation

On Board TIGS Foundation 2014 On Wednesday 19 March, TIGS Foundation Annual General Meeting was held in the Goodhew Research Centre.

Congratulations to all Board Members who have been re-elected to TIGS Foundation Board. All of these high achieving and publicly spirited Board Members will continue as exemplary supporters of our school community and beyond. The School is privileged to have these willing volunteers to donate their resources to the Foundation in 2014 and forward into 2015.

Foundation Board Members for 2014 are as follows:Chairperson Craig Peden Vice Chair Sandra Newhouse

Secretary Craig Osborne Treasurer Andrew Stephenson

Member Kevin Donald Member David Laing

Member Joanne Danckwardt Member Olga Early

Member Carmen Rudd Member Usha Fernandez

To learn more about TIGS Foundation, please contact the School or email Lisa Wilson at [email protected]


Thursday 20 March was The International Day of Happiness, as established in the Resolution adopted by the General Assembly of the United Nations in 2012.

The United Nations recommends that “…civil society …observe the International Day of Happiness in an appropriate manner.”

Year 9 Mentor Group, 9A2, decided that they would embrace the International Day of Happiness and attempt to bring some happiness to the students and staff at TIGS. They made up hampers of goodies and took them around to the other Mentor Groups in H Block and gave them to these groups as a gesture of selfless goodwill in the hope that they could bring a little happiness to others. The students did all the cooking and they did all the delivering.

It was a lovely to witness the happiness such a simple thought brought to so many. It was truly an uplifting morning to see our students being altruistic and caring about others

We hope that this brings a smile to your face. In the immortal words of that great urban philosopher, Bobby McFerrin “Don’t worry, be happy.”

Mr Rob WhittonEnglish Department

happiness day

Friday 21 March is the National Day of Action against bullying in schools. In the Junior School we decided to celebrate with Friendship Day, to encourage a school environment where friendships flourish across the grades.

Our Community Captains, Mila Lancaster and Joseph Druett, organized an excellent programme to commemorate this inaugural celebration. At recess a “Compliment Tree” grew, as students wrote kind and caring words about others on leaves and attached these leaves to the tree. There was also a “Sorry Box” where students could anonymously write down something they were sorry for, such as saying unkind words or not including others.

At lunchtime all our Year 6 leaders became involved in arranging games. Year 6 reconnected with their buddies in Year 1 and played large group games such as “Heads and Tails”. Year 5 sought out their Kindergarten buddies and played Hopscotch, “Duck, Duck Goose” and Handball. Year 4 joined together with Year 2 and together showed some amazing skipping skills. Year 3 could find siblings or friends and join with any group.

All students from K-6 engaged and interacted beautifully for the duration of the celebration. It was a happy time of building connections and showing servant leadership as our older students cared for our younger students. Friendship Day affirmed the importance of respect in our school and the building of community where every student is an important part of our TIGS fabric.

friendship day


The 2014 Music, Dance and Drama Competition was an outstanding display of student collaboration, imagination and enthusiasm for all areas of the Arts. This year the School was treated to performances in a wide array of different musical styles ranging from Classical to Heavy Rock, imaginative drama works created using the stimulus of a door, and impressive dance routines which included as many as 40 students per dance. The theme for the House Song this year was Australian Aria Award winners. The enthusiastic performances by the Houses of songs by classic artists Midnight Oil, Kylie Minogue, Empire of the Sun and Jet were particularly outstanding and it was wonderful to see such energetic participation from all students.

To represent the newly created Arts faculty at the School, Visual Art was included for the first time in the competition. Each House selected one student from each year group to devise and create a banner which combined their House colour with the Australian Landscape. Students spent two periods painting their works which were displayed in the IGC on the Music Dance and Drama day. Congratulations to all students involved in this new initiative – it was a resounding success!

Many hours of rehearsal and organisation go in behind the scenes to make the Music Dance and Drama day run smoothly. Thank you to the House Patrons, House Student Leaders and the Arts staff for all of their hard work in preparing students for this day.

Renae PinazzaHead of the Arts

Music, Dance and Drama


Announcing Agora

No man is an island, Entire of itself,Every man is a piece of the continent,A part of the main…

So says John Donne in the 17th meditation of his prose work Devotions upon Emergent Occasions. The excerpt has become a standard way of expressing the interconnectedness of human beings. It is a concept that is very agreeable to the Christian worldview. God has made us fully dependent upon him and interdependent with respect to one another.

We meet this truth very early on in the Bible. In Genesis 4.9, when God questions Cain over the whereabouts of his brother Abel, Cain asks God – rather accusingly - whether he is his brother’s keeper. While God doesn’t answer Cain’s question directly his response couldn’t be clearer: “Yes Cain, you are your brother’s keeper”. No man is an island, entire of itself...

I believe this principle applies to every aspect of our lives. It certainly applies to me as an educator. I receive much support, insight and stimulation as I engage with colleagues in my profession. I am personally enriched and my students are beneficiaries.

One of the partnerships I have found professionally enriching in recent times is Agora. Agora is an initiative of the Anglican Education Commission, especially its Executive Director, Dr Bryan Cowling. Agora is a virtual and physical space in which teachers, University students (including those training to be teachers), academics, researchers and educational practitioners in all sorts of learning environments, share, discuss and debate their ideas about the interaction between Christian beliefs and education.

TIGS has had a significant role in the formation and development of Agora. Dianne Bryant and I are members of the Steering Committee along with TIGS parent Gillian Davis; TIGS hosted the pilot physical meeting of Agora in 2013; and we have just hosted another meeting in March 2014.

The recent Agora meeting at TIGS was attended by over 30 educators representing four Anglican Schools in our region. There were representatives from TIGS, Shellharbour Anglican College, Broughton Anglican College and Oran Park Anglican College. The topic was the use of imagination in education with a particular consideration of imagination in the spiritual life and development of children and young people. The presenter was Mrs Kate Bradley. Kate teaches in the Junior School at Broughton Anglican College. Kate stimulated us to think deeply about the stuff of our Profession. There was much discussion generated on the night which is being followed up now online at the Agora site. Those interested in the discussion can follow along at http://www.agora.org.au/forum (you can even sign up and join the discussion yourself!)

The real test of Agora is whether it makes a difference in the classroom. I can honesty say it does. For example, the day after our consideration of imagination I was teaching Christian Studies in the Junior School. In setting up the lesson I asked students to write about their favourite place. Some of the students asked whether that place could be an imaginary place. My ears pricked. To be honest, I am not sure I would have been too agreeable to that request if I hadn’t attended Agora the night before and gained a new appreciation of imagination. I embraced the suggestion eagerly and was delighted to hear some of the students share their “imaginary” favourite places with the class. Three cheers for Agora!

John Donne was spot-on in his insight – no man (or woman) is an island. The Bible gives good reason for this and Agora gives great expression to it. I look forward to reporting to you further about this exciting initiative.

Rev James RogerSChaplain


‘Historia’ – Reflections from History at TIGS

Year 10 History Guest Speaker – Vietnam Veteran Don Tate – Thursday 13 March

At The Illawarra Grammar School, history students are active in the process of exploring, interpreting, experiencing and imagining the past as a way of becoming effective contributors to communities and societies in the future. This process and application of historical inquiry and understanding was in evidence last Thursday when all of Year 10 were privileged to share the life story of Vietnam Veteran Don Tate as he spoke and interacted with students.

Don Tate volunteered to serve in the Australian Army in Vietnam and arrived for his first and only tour of duty in 1969. After being shot in the hip and subsequently hospitalised for six months, Don’s life was irrevocably altered. The title of his memoir, ‘The War Within’ encapsulates his experiences in returning to Australian society. It was the beginning of another, more protracted, unending ‘war’; one striving for recognition and respect as a Vietnam Veteran and a disabled man who was a member of a Platoon not recorded in the official Australian Armed Services records (Vietnam Veterans were not officially recognised by the Australian Government until 1987).

His first-hand accounts of combat and his experiences and views as a Vietnam Veteran sparked much debate and inquiry amongst our Year 10 students. Why were Vietnam veterans treated so poorly upon return to Australia? How did you survive in the jungle? Were the Vietcong as ingenius and resourceful as they are portrayed? Was Australia’s entry into this war justified? Did you support conscription?

These are just some of the questions and issues raised by students in response to studying Australia’s involvement in the Vietnam War. Mr Tate’s presentation brought these issues to the fore in an authentic, personal way creating an experience that is so important for effective learning. More broadly, the process of historical inquiry supplemented with experiential learning enables students to develop many lifelong skills. Foremost of these is understanding and forging values and attitudes as a result of interpreting the past.

In March 1914, 100 years ago, central Europe was beset with tension as nationalist groups, primarily in the Balkans region were striving to break away from the Austro-Hungarian Empire. The second Balkans conflict had concluded in 1913, yet tension in the region was high. Many parallels have been drawn between this situation and the present-day crisis in the Crimea region with nationalism, independence and the exercise of power being played out all over again.

Let’s hope lessons from history have been learnt and the great benefit for our students of Mr Tate’s visit is to comprehend the human cost of war. Recently, the present German Chancellor Angela Merkel chrystallised a way forward in response to the Crimea crisis by stating;

“That each of us achieves less when alone than when together.” **cited in ‘New Republic’ March 13 2014

Mr Stephen ChamberlainModern History Teacher

100 yearsWW1 Centenary 1914 – 2014


The Creative Arts Camp is an annual opportunity offered to all Year 11 students studying Visual Arts, Photography, Music Dance and Drama. This year the stimulus for the camp was Shift. Students spent three days being immersed in creative activities such as Art and Performance workshops, exploring Arthur Boyd’s studio and homestead, creative writing with author John Larkin and learning about group collaboration and imaginative thinking. The Creative Arts Camp is an important opportunity for students to take time and space to explore their environment, their thoughts and the journey that is creative process.

In the “busyness” of Year 11 and 12 this sense of creative process is sometimes lost in the pressure of having to produce work. Many students reflected that at the Camp they had learnt the importance of taking time to create, change and perfect their initial creative thoughts.

As a result of the Creative Arts Camp students produced works for the Beyond Bundanon exhibition which was a celebration of collaboration between the Arts. The exhibition featured works inspired by and developed from the experiences had at camp. Thank you also to the English students who displayed their creative writing at this exhibition.

Congratulations to all the staff and students who were involved in this experience.

Renae PinazzaHead of the Arts

Creative Arts


The Creative writing Camp this year ran in conjunction with the Creative Arts Camp so that students could see the different ways in which creativity is reflected in human endeavours. The Arts and English students spent the first day together and were exposed to a variety of creative people and pursuits. They viewed Arthur Boyd’s workshop and discussed some of his artworks. Noted Australian author John Larkin spoke to students about his creative process and read excerpts from some of his books.

After an enjoyable and productive first day the Arts and English students went to different sites to more thoroughly explore their own preferred area of creative expression. Here, English students began with an examination of the nature of creativity, including activities designed to challenge stereotypes, preconceptions and established patterns of thinking so that they could consider new possibilities and new ways of thinking and perceiving.

These skills were then applied to the writing process with students considering ways to express ideas more creatively and imaginatively in written responses. Specifically, students discussed experimenting with different forms, structures and genres of writing; manipulating narrative viewpoints; and the use of creative language including descriptive, emotive and figurative language and sensory imagery. Students were then invited to use these elements of expression to craft vivid, imaginative written texts, which were shared and discussed with the group as a whole.

Next, students considered the relevance and application of these skills to their current studies and were asked to compose a creative piece inspired by their class concept-journeys. They were provided with a visual stimulus and given the freedom to interpret it as they wished and to produce a written text in any form or style. This yielded some excellent results.

Finally, students were challenged to use their creativity to find new approaches to real world problems. Specifically, they viewed material related to alcohol-fueled violence amongst teenagers and the tragic consequences that sometimes ensue. They were then asked to use their imaginations to create a product designed to change teenage attitudes to binge drinking. Finished products included a powerful television advertisement; a short story with an evocative, unexpected ending and a new episode of the “Judge Judy” television program.

Many thanks to the Creative Arts teachers and students for allowing us to experience their world and to learn from their gifts and talents; and congratulations to all of the students involved for participating in an enthusiastic and collaborative way.

Mr Andrew RoutEnglish Department

Creative Writing


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AN IB Learning school

The IB Learner Profile impacts on all who work at the Illawarra Grammar School from property staff David and Craig who look after the outdoors, to our wonderful administration staff who care for all members of our community.

At the core of our work is learning for our students and this is reflected in the provision of inspiring, creative, collaborative and functional environments, in the way we interact with each other, our community and the students and in the design of learning opportunities that are inquiry driven and concept based.

STUDENTS AS IB LEARNERS

In Term I our students had many opportunities to develop in cognitive, affective and holistic areas. Through inquiry they developed their ability to think and learn (cognitive).

They learnt about themselves plus positive relationships with others (affective) and participated in a broad range of activities including sport, art, music, languages and performance (holistic).


PARENTS AS IB LEARNERS

TEACHERS AS IB LEARNERS

To fully embrace the benefits of an IB World School for their children parents need to understand the breadth and depth of the Program Of Inquiry. Our Junior School parents are achieving this through the many learning opportunities provided in Term I including parent workshops in literacy, child protection and the Primary Years Programme. In addition we seek to create opportunities for the building of community through developing relationships and strengthening the connections already in existence.

Research throughout the world confirms that the biggest indication of student success is teacher quality. For teachers to achieve excellent results with their students they need to be learners and learners of any age are those who embody the learner profile:

• Collaboration to maximise skills and strengths• Access to expertise• Consultation with parents and students• Integrated use of technology


Sapporo Nichidai Visit 2014For over 15 years TIGS has been building relationships with Sapporo Nichidai High School from Japan. TIGS hosted another reciprocal visit from our Japanese friends from 21 March to 23 March.

Each exchange visit allows the students to be immersed in each other’s cultures, which enables an increased understanding of each country’s language and way of life. Minds are opened to different worlds of customs, languages and relationships.

It is impossible to completely understand another culture by research; it is experience that brings about truth. Opportunities are provided to raise awareness of the similarities and differences between Australian and Japanese cultures.

After a visit to Japan, students tend to fall in love with the culture and want to continue their Japanese studies and possibly seek careers with Japanese companies.

While Japanese students visited TIGS they were hosted by TIGS families. Fun activities such as a day at Jamberoo and Tenpin bowling allowed friendships and memories to flourish. Past years demonstrate that the most memorable part of the exchange experience is the “homestay”. Hugs and tears were in abundance as farewells were said and promises to keep in touch were made.

It will be our turn to visit them as a part of our Japan Trip in 2015!!

MRS MAKIKO NAITOLanguage Department

Refugee Picnic on Harmony DayTIGS community was thrilled to host Harmony Day in Rees Hall and on the oval on Saturday 21 March. Year 11 students gave up their Saturday to volunteer and were of service facepainting, hairspraying and playing games, including soccer with the children.

Organised by Illawarra Multicultural Services, the day celebrated diversity with games of football, Burmese and Chilean dances, hip-hop and zumba workshops, and of course, international delicacies. General Manager of IMS, Mohan Gunasekara, was very pleased commenting “Harmony Day is a chance for people to reflect on the diverse community we have in Australia, and particularly in the Illawarra.” Mr Gunasekara said “It’s wonderful to have young people get together and share a passion, whether it’s soccer or entertainment, to sit down and share some food, and it’s wonderful we can have people from different backgrounds getting together and sharing their time.”

Margaret BiggsManager Development and Community Engagement

tigs iN THE COMMUNITY


FOODIES HEAVEN FOR A GOOD CAUSEIt began with macarons in Term I and will end with obento meals in Term III. Along the way we will also have crepes for breakfast and Bolognaise pasta for lunch. This culinary tour around the world is the Languages Prefects way of helping raise money for the Year 12 Charity.

Brandon Cheng, Sarah Long and Jordan Turnbull are our Language Prefects. This term they planned the inaugural Macaron Charity Day to raise much needed money for Streetswags, a non-profit organisation that produces durable bedding for the homeless in our community. International Macaron Day falls on 20 March. This seemed a perfect date for our own fund raiser. Families were able to order macarons online through flexischool and students were given the opportunity to order together with friends to have a macaron picnic! The winning flavour was of course salted caramel,º with dark chocolate coming in a close second.

The initiative proved a “sweet” success, having raised close to $300. Our thanks go to all those who ordered and to Ms Keran Gardner who processed the orders. A particular mention goes to Bob and Pete’s and their suppliers for contributing a percentage of their profit to the cause.

Stay tuned for our upcoming foodie initiatives. Crêpe Day and Bolognaise Day in Term II and Obento Day in Term III. All the money raised will go towards providing a small degree of dignity to individuals experiencing hardship.

MS DORIANA PREVIATHead of Languages other then English (LOTE)

BUILDING OUR FUTURE – From Strength to StrengthTIGS have a tradition of over 50 years of excellence in education. Many generous families and individuals have supported our School and their contribution to our community has proved invaluable. A donation to TIGS Foundation Limited ensures the tradition continues.

The aim of TIGS Foundation is to support and assist the School Council by encouraging and fostering the interest and the financial support of TIGS community.

FUNDRAISING FOR SCHOLARSHIPSFundraising is for the Reverend Richard Bosanquet Scholarship which currently provides an opportunity for a Senior School student who would not normally be able to experience a TIGS education, to flourish in and contribute to the School’s rich and diverse learning environment.

ANNUAL APPEALThis year will see the continuation of the TIGS Foundation Annual Appeal. The Foundation is asking that you make a fully tax deductible donation, which will go towards scholarships, buildings, land, and other worthy capital projects. You can set up regular giving to the TIGS Foundation Annual Appeal by nominating the amount you would like to contribute.

Through the Foundation Annual Appeal you can make a difference for your children and for future children who will attend TIGS.

THANK YOUThank you to all supporters of Foundation who, during past years, have assisted in the achievement of many milestones and contributed to the School by providing significant funds towards the purchase of land adjacent to the School, the funding of the Rev Richard Bosanquet scholarship, art and academic prizes and the Innovative Technologies Appeal for the Goodhew Research Centre (Library).

UP AND COMING EVENTS AND FUNDRAISING INITIATIVES FOR 2014

• This year has seen the ongoing success of the TIGS Foundation Wine Drive with wines sourced locally. This Drive once again is an opportunity to contribute to TIGS Foundation.

• On Thursday evening 19 June, Foundation will host a pre-cocktail Event for The School Production of “The Secret Garden” for all interested in the work of Foundation.

• ‘The Works’ Exhibition – Celebrating art and design from the 2014 HSC Students.

• “Not So Secret Men’s Business” – A major Fundraising Dinner to be held Friday 7 November 2014 in the Western Grandstand Rooms of WIN Stadium. All gentlemen from the TIGS community are invited to join the original students of TIGS in a dinner to re-unite and connect with friends old and new.

If you would like to learn more about the work of TIGS Foundation and how your tax deductible donation could help, please contact us at [email protected]

TIGS FOUNDATION

tigs review issue 1 2014

Documents

learning style

learning process

learning outcomes

contentbased learning

conceptbased learning

fellow students

myp assessment task

task questions